چالش های ورود به محیط مدرسه چند فرهنگی
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چالش های ورود به محیط مدرسه چند فرهنگی

عنوان فارسی مقاله: مدیریت مسئول و چالش های ورود به محیط مدرسه چند فرهنگی در اسلونی
عنوان انگلیسی مقاله: Responsible management and challenges of inclusion in multicultural school environment in Slovenia
مجله/کنفرانس: رویه – علوم اجتماعی و رفتاری_Procedia – Social and Behavioral Sciences
رشته های تحصیلی مرتبط: علوم اجتماعی، مدیریت
گرایش های تحصیلی مرتبط: جامعه شناسی، مدیریت دانش
کلمات کلیدی فارسی: مدیریت مسئول، ورود به مدارس، رم و کودکان مهاجر، جامعه منسجم، محیط چند فرهنگی، سیاست های مدرسه و ملی، اسلونی
کلمات کلیدی انگلیسی: responsible mangement; inclusion in schools; Roma and migrants children; cohesive society; multicultural environment; national and school policies; Slovenia
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.sbspro.2018.04.049
دانشگاه: International School for Social and Business Studies, Mariborska 7, 3000 Celje, Slovenia and University of Primorska, Faculty of Management, Cankarjeva 5, 6000 Koper, Slovenia
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2018
ایمپکت فاکتور: 0 در سال 2015
شاخص H_index: 39 در سال 2019
شاخص SJR: 0.158 در سال 2015
شناسه ISSN: 1877-0428
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 10
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: خیر
کد محصول: E12155
فهرست انگلیسی مطالب

Abstract


1- Introduction – responsible management: from inclusion to social cohesion


2- Inclusive education for Roma and migrants children – good practices and interventions


3- Roma and migrants children at school – situation in Slovenia


4- Pilot seminars/trainings and small scale research


5- Conclusions


Acknowledgements


References

نمونه متن انگلیسی مقاله

Abstract


Education is a vital part of any social cohesion agenda because educational outcomes affect all dimensions of the social cohesion triangle (social inclusion – social capital – social mobility). In this paper, we are focusing on the integration of Roma and migrant children in schools and the activation of youth to help as volunteers. Although diversity is an opportunity to make schools more inclusive, creative and open-minded, inequality in education is highest among Roma and migrant children. Europe needs more efficient, but at the same time more inclusive and equitable education systems. In this respect, responsible school management has a key role in adapting learning environment to the specific mix of students and making it more inclusive. In the research part, we provide an evaluation of the seminars delivered in Slovenia (RoMigSc project). Almost three fourths of the respondents reported previous experience with specific methods of integrating Roma and migrant children into the learning environment. Most of the participants were teachers, school counsellors, social workers, public administrators and civil society activists /volunteers. Nearly half of them include volunteers in their activities. For the participants, the most valuable element of the seminars was the exchange of experience. They learned lessons which they liked the most, related to building social network with the inclusion of different levels of society and transfer of experience. As major suggestions for improvements of seminars, the participants listed more case studies and discussions.


Introduction – responsible management: from inclusion to social cohesion


Inclusive education concept in only one dimension of a rights-based quality education, which emphasizes equity in access and participation, and responds positively to the individual learning needs and competencies of all children. Inclusive education is child-centered and places the responsibility of adaptation on the education system rather than the individual child. Together with other sectors and the wider community, it actively works to ensure that every child, irrespective of gender, language, ability, religion, nationality or other characteristics, is supported to meaningfully participate and learn alongside his/her peers, and develop to his/her full potential (Els, 2016; Mmball et all, 2015).

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